An investigation of the methodological problems inherent in the use of teachers as observers of student classroom behavior

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Linda Rudin Hay (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Rosemery Nelson

Abstract: The purpose of the present investigation was to systematically evaluate the use of teachers as observers of student classroom behavior. On the basis of prior studies delineating the methodological problems concerning the use of independent observers, it was predicted that teachers would be biased, reactive, and unreliable recorders of student behavior. In addition, it was predicted that the recording of student behavior would effect changes in the teachers' interaction behavior with the students she was observing: observer-mediator reactivity effects. Independent observers recorded the classroom behavior of four students in each of eight teachers' classrooms for 10 days. In each classroom, two students had been referred by the teacher (referred students) and two other students had been selected by the independent observers (nonreferred students). During observation days 1-5, Interval I, the independent observers recorded the classroom behavior of each student and the teacher's verbal interaction behavior with each student. During observation days 6-10, Interval II, the independent observer continued to observe student and teacher behavior while the teacher concomitantly observed the classroom behavior of one referred and one nonreferred student (experimental condition) in her classroom. The other referred and nonreferred student in each classroom was observed only by the independent observer (control condition) during Interval II.

Additional Information

Language: English
Date: 1974
Classroom environment $x Psychological aspects
Teacher-student relationships

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